Lesson Planning Form For Accessible Instruction - Calvin College Education Program

Lesson Planning Form for Accessible Instruction — Calvin College Education Program
Teacher Maddie Stang
Date Subject/ Topic/ Theme math chapter 9 numerical patterns Grade _____5______
I. Objectives
How does this lesson connect to the unit plan?
This lesson starts the transition to find patterns in data without graphing. up to this point we have been finding the patterns in data with graphs.
cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
● Use rules to generate a numerical pattern Ap
● Identify the relationship between the corresponding terms and the patterns R
● Explain the word relationship related to math and numbers to their table group An X
● Create a table on their own from a word problem An X
●
Common Core standards (or GLCEs if not available in Common Core) addressed:
5.G.OA.B.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of
corresponding terms from two patterns and graph the ordered pairs on a coordinate plane.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start
Identify prerequisite know how to find patterns between numbers. that there can be relationship between numbers. we will
knowledge and skills. take their ability to find patterns between ordered pairs and in line graphs and relate it to finding
relationships and patterns between numbers in tables.
Pre-assessment (for learning):

have them talk with their table group what they think it means to have a relationship related to number
sequences.
Outline assessment Formative (for learning):
activities Their homework.
(applicable to this lesson) Formative (as learning):
Group work time then come back together and work as a class on the problems.
Summative (of learning):
Their homework.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & term goals, monitor progress, and
reflection modify strategies
They have the choice to do their
What barriers might this homework in groups or
lesson present? independently depending on how
they work best.
Provide options for sustaining Provide options for language, Provide options for expression and
What will it take – effort and persistence- optimize mathematical expressions, and communication- increase medium
neurodevelopmentally, challenge, collaboration, mastery- symbols- clarify & connect of expression
experientially, oriented feedback language They are able to use the laptops
emotionally, etc., for your They have the choice to come They are able to come and talk to do extra work if they want to
students to do this lesson? and ask me questions and to to me when issues come up and be able deepen their
work with groups or not work within their homework. They learning or they can do more
with groups they can choose. can choose how often or un- paper and pen problems that I
often we talk and how deep they have they can choose.
want to go into the question and
the answer to the question.
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Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats They can choose where they
want to do their homework
standing sitting in desk or on
the floor its up to them as long
as they are focused on their
work.
Materials-what materials Whiteboard, white board markers, textbook, doc cam, colored pens, have the real-world problem I
(books, handouts, etc) do created written down so that they can see the problem then have them solve it, and extra sheets of
you need for this lesson paper to write on if needed.
and are they ready to
use?
How will your classroom They will be sitting in table groups facing the whiteboard.
be set up for this lesson?
III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5 Motivation Have them explain to their table group what they Talking with their table groups about what it means
mins (opening/ think it means to have relationship between have relationships between numbers.
introduction/ numbers.
engagement)
Do pg 559 as a class (unlocking the problem) Taking notes on the problems we do as a class.
pg 560 as a class Talking as a table about the problems
20 Talk as a table about pg 561 questions 1-3 and the
mins word problem related to their lives. Have them
come and put their answers on the board.
“if I live 3 miles away from Wealthy Elementary
and it takes me 30 mins to walk 1 mile how long
Development
would it take me to walk to school what if I added
(the largest
another mile to my walk. create a table showing the
component or
miles I walked and the time it took me to walk that
main body of
far.” Have students create their own table based on
the lesson)
this word problem.
Go over problems as a whole class after.
Ask the class to think about how they might use
data and graphing related to patterns is important
and why we might use those skills in the real world.
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Do a recap of what relationship means when it
Closure
comes to numbers and patterns. Working independently on their homework
(conclusion,
culmination,
10 Do their homework independently pg 563 1-6
wrap-up)
mins I’ll be walking around to answer questions they
have.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
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Lesson Planning Form For Accessible Instruction - Calvin College Education Program

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Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Maddie Stang

cognitive- physical socio-

II. Before you start

Pre-assessment (for learning):

III. The Plan

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